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Recognising that there are many challenges facing schools currently especially around teacher recruitment and retention (see recent DfE Working Lives of Teachers and Leaders) and many other issues highlighted in the report, including the uncertainty around the finances for 24-25, making decisions around the planning for the introduction of the teaching of the new French German and Spanish GCSEs from September needs to take many factors into account. These affect the teachers and need to be made in the context of the whole school and its priorities, and should involve discussion with teachers and senior leaders.
Although the new GCSEs are not as different from the existing ones as many originally feared, there are still key differences, especially affecting the delivery in KS4 and preparing for the exams.
Schools and teachers will have existing schemes of work and resources (including textbooks, physical and/or electronic) for KS3 and KS4. Now that the specifications and sample assessment materials have been approved by Ofqual and published, and the exam boards are confirmed (AQA and Edexcel – Eduqas have withdrawn), teachers and schools are in a position to evaluate their existing provision and decide what needs to be done and when ready for September 24 (and ongoing).
What are the features to consider when looking at existing schemes of work and resources (including textbooks), and new versions and deciding on possible models? Currently Oxford University Press have published a textbooks for AQA and Pearson have published textbooks with versions for both Edexcel and AQA.
What are the financial implications?
What are implications for teacher workload?
What is the quality of resources available?
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Element |
Quality |
Detail |
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Images |
Appealing to learners |
Attractive Not patronising Inclusive |
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Easy to use |
Pupils and cover teachers able to follow |
All instructions and questions in plain English Exercises clearly referenced Audio easily accessible Projection of text and exercises easy Can be used independently by pupils |
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Planned pedagogy |
Teacher notes |
Clear about sequence and supplementary activities (e.g. games) Can be used by a cover / inexperienced teacher Includes answers which can be projected / shared |
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Subject content |
Vocabulary |
Consistent with specification Relevant to learners, with scope to individualise for learners’
own situation Clear layout for independent access and learning [e.g. substitution
tables translated] Lay-out supports memorisation / recall Opportunities to
practise independently (e.g. Quizlet / Kahoot / Textivate-type activities) Audio of individual words available |
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Grammar |
Consistent with specification Logical sequence Gradual build-up Inbuilt revision / recall Foundation / Higher Lay-out supports memorisation / recall |
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Phonics |
Useful reference Audio available |
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Culture |
Stimulate interest and desire to communicate / find out
more / travel |
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Activities |
Interesting / motivating for the learner |
Activities are meaningful / authentic (rooted in real life information gap situations /
game scenario) |
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Sequence of teaching |
Logical sequence |
Demonstration of language (model) (listening
+ editable transcript [to allow translation
if not provided] / reading) Comprehension (no need to use new language
to show comprehension) Reproduction / repetition – chance to use
language with support Productive – opportunity to adapt language
for own purposes’ Inbuilt revision / recall Allow for revisiting and applying full range of
grammar to themes at the end of the course |
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Differentiation |
Foundation |
Supports for those with lower targets (e.g. 1-2) |
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Higher |
Opportunities for extension for those with higher
targets (e.g. 8-9) |
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|
Preparation for
assessment types |
Listening + Reading |
Questions in English Appropriate question types (m/c, open-ended) (more open-ended
for Edexcel) |
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Listening |
Appropriate speed Appropriate repetition + length (AQA: twice, shorter / Edexcel:
three times, longer) |
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Dictation |
Appropriate repetition (Repeated three times (AQA and Edexcel)
Chunked on second hearing (AQA) Appropriate mark scheme |
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Speaking |
Appropriate Read aloud coverage of phonics; Edexcel
prep 1 minute, AQA self correct Appropriate Read aloud follow-up questions (AQA 4, Edexcel
2) Appropriate Role play (AQA social, Edexcel transactional) Appropriate photo card (AQA 2, Edexcel choice of 2) Appropriate prep for unprepared questions (AQA 4 after read aloud, Edexcel, 2 after read
aloud, 2 + 1 guided after photocard ), Appropriate mark scheme |
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Writing |
F – photo 4 (AQA) / 5 (Edexcel) statements F – 40/50 word
(5 BP AQA, 3 BP Edexcel) F/H – 80/90 word (3 BP AQA, 4 BP Edexcel) H: 130/150 word (2 BP AQA, 4 BP Edexcel) Grammar
multichoice (AQA) Appropriate
guidance to match criteria |
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Translation into TL |
5 sentences
(AQA F+H, Edexcel F) / Paragraph (Edexcel H) |
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